This study explores how technology is used and perceived by teachers and neurodiverse students in integrated co-teaching (ICT) classrooms within elementary school. The research identified significant similarities and some differences in the views of teachers and neurodiverse students concerning technology's role in education. Teachers and students both recognize the benefits of technology in enhancing learning engagement, motivation, and accessibility. Teachers use digital tools such as Promethean boards and educational software to create dynamic and interactive learning experiences that cater to diverse learning needs. Similarly, students appreciate technologies that allow for gamified learning and easier access to educational content, which supports their learning autonomy and engagement. Both groups also value digital platforms that enhance peer-to-peer cooperation and communication. However, the study also highlights the need for improved accessibility and comprehensive teacher training on technology use. These findings highlight the importance of ongoing professional development and strategic technology integration to optimize educational outcomes for all students, particularly those with disabilities. This research offers recommendations for enhancing teacher training and educational technology deployment to support neurodiverse learners better in ICT elementary classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]